Abstract
This chapter illustrates the importance of systematically designing and implementing pedagogical interventions to enhance the intercultural development of students in institutions of higher education. It demonstrates an online intercultural communication course for students from various disciplines who were studying abroad at German universities in direct enrollment settings. The chapter presents case studies of three typical Bellarmine University (BU) students who participated in the author's online course in Phase 2 of Framework for Reflective Intervention in Learning Abroad (FRILA). FRILA primarily draws on personality theory, notions of social constructivism, the Developmental Model of Intercultural Sensitivity (DMIS) theory, and experiential learning theory. The case studies highlight the potential benefits of combining qualitative and quantitative data to better understand the intercultural learning of students who study abroad. The insights garnered from this evaluative work can provide valuable direction for changes in these interventions.
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